ISSN 0798 1015

Vol. 41 (Issue 35) Year 2020. Art. 12

Received: 11/06/2019 • Approved: 23/08/2020 • Published: 17/09/2020

Criteria approach to assessing the teacher's professional competence: ability for self-organization and self-education (future teacher)

Enfoque de criterios de evaluación de la competencia profesional de docentes: capacidad para la auto-organización y auto-educación en futuros profesores

ANDREEVA, Evgeniya V. 1
ZABRODINA,Inga V. 2
KOZLOVA, Natalia A. 3
PAVLOVA, Larisa N. 4
STERLIGOVA, Ekaterina A. 5
FORTYGINA, Svetlana N. 6
VERTIAKOVA, Elvira F. 7

Abstract
The article presents the experience of the South Ural State Humanitarian Pedagogical University (SUSHPU) in assessing the professional competence of a future teacher in terms of his ability to self-organize and self-educate. The main research methods were the analysis of psychological and pedagogical literature and the analysis of the results of the diagnosis of future teachers’ self-organization features. The authors of the work consider the result of research activities to be a theoretical understanding of the practice of assessing the professional competence of a teacher based on a criteria-based approach.
Keywords: criteria-based approach, teachers´ professional competence, self-organization, self-education.

Resumen
El artículo presenta la experiencia de la Universidad Pedagógica Humanitaria del Estado del Ural Sur (SUSHPU) al evaluar la competencia profesional de un futuro maestro en términos de su capacidad para autoorganizarse y autoeducarse. Los principales métodos de investigación fueron el análisis de la literatura psicológica y pedagógica y el análisis de los resultados del diagnóstico de las características de autoorganización de los futuros docentes. Los autores del trabajo consideran que el resultado de las actividades de investigación es una comprensión teórica de la práctica de evaluar la competencia profesional de un maestro con base en un enfoque basado en criterios.
Palabras Clave: enfoque basado en criterios, competencia profesional del profesorado, autoorganización, autoeducación.

Artículo completo en PDF

1. Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk.Senior Lecturer .Contact e-mail:: yaeva2005@mail.ru

2. Departmentof Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Candidate of Pedagogical Sciences, Associate Professor.Contact e-mail: zabrodinaiv@cspu.ru

3. Department of Pedagogy, Psychology and Subject Methods,South Ural State Humanitarian Pedagogical University, Chelyabinsk.Candidate of Pedagogical Sciences, Associate Professor. Contact e-mail: kozlovana@cspu.ru

4. Department of training teachers of vocational training and subject methods. South Ural State Humanitarian Pedagogical University, Chelyabinsk. Candidate of Pedagogical Sciences, Associate Professor. Contact e-mail: pavlovaln@cspu.ru

5. Department of English Philology,South Ural State Humanitarian Pedagogical University, Chelyabinsk.Assistant .Contact e-mail: katerinasterligova13@gmail.com

6. Departmentof Pedagogy, Psychology and Subject Methods,South Ural State Humanitarian Pedagogical University, Chelyabinsk.Candidate of Pedagogical Sciences, Associate Professor. Contact e-mail:fortyginasn@cspu.ru

7. Department of Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, Chelyabinsk. Candidate of Pedagogical Sciences, Associate Professor. Contact e-mail:vertyakovaef@cspu.ru